You Are Special Lesson Plan

Artifact for Domain 2: The SSU teacher candidate understands the nature of human development and learning in working with diverse learners.

 

Name of Artifact: You Are Special Lesson Plan

 

Date of Artifact: December 12, 2007

 

Course: EDEC 4421 (Fall 2007)

 

NAEYC Standard Met: 4. Teaching and Learning- Candidate integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines, to design, implement, and evaluate experiences that promote positive development and learning for all young children.  4b. Using developmentally effective approaches- Candidates know, understand, and use a wide array of effective approaches, strategies, and tools to support young children’s development and learning.  4c. Understanding content knowledge in early education- Candidates understand the importance of each content area in young children’s learning.  They know the essential concepts, inquiry tools, and structure of content areas including academic subjects and can identify resources to deepen their understanding.  4d. Building meaningful curriculum- Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for all young children.

 

Rationale Statement: This artifact demonstrates competency in Domain II because it represents my understanding of the nature of human development and learning in working with diverse learners.  This artifact contains my social skills lesson plan which represents my knowledge of each student being unique and special.  This artifact is important because it demonstrates my knowledge of the importance of developing lessons to teach and promote social skills in the classroom, and the importance of each student knowing that even though they may be different from everyone else or maybe even think they are like everyone else, that they are special and unique and bring qualities to the class and school that are irreplaceable.  This lesson would be great for all diverse learners because it allows them to reflect and rejoice in their qualities that are different and hold importance to them.

 

Title: You Are Special

 

Subject Area: Social Studies                      Grade Level: 1st Grade

 

Number of Students: 17                               Time: 1- 45 minute class period

 

I.          Description of Unit:

 

This social studies lesson focuses on teaching and telling each student that they are special and that someone cares for them.  This lesson allows the students to think about the things that make them special and teaches them to not judge others, or listen to others comments.

 

II.         Purpose or goal of the activity:

 

            The purpose or goal of the activity is to teach the students that they are special and that someone cares for them.  The lesson also is to teach the students that the things that make up them make them special and unique.  Furthermore, the lesson will teach the students to not worry about what others say about them and that someone else believes that they are special too.

 

III.        Ohio State Academic Content Standards:

 

Standards

Benchmarks

Citizenship Rights and Responsibilities

Participation

 

 

Rights and Responsibilities

1.  Demonstrate the importance of fair play,

     good sportsmanship, respect for the rights

     and opinions of others and the idea of

     treating others the way you want to be

     treated.

2.  Demonstrate self-direction in school tasks.

4.  Demonstrate pride in personal

     accomplishments. 

Social Studies Skills and Methods

Obtaining Information

 

Thinking and Organizing

 

Problem Solving

1. Obtain information about a topic using a

     variety of oral and visual sources.

4.  Identify main ideas from oral, visual and

     print sources.

5.  Communicate information orally or visually.

6.  Display courtesy and respect for others in

     group settings including:

a.       Staying on the topic;

b.       Focusing attention of the speaker.

 

 

 

IV.       NAEYC standards:

Standards

Description

Standard 1: Promoting Child Development and Learning

Candidates use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children.

Standard 4: Teaching and Learning

Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all children.

Standard 4b:Using Developmentally Effective Approaches

Candidates know, understand, and use a wide array of effective approaches, strategies, and tools to positively influence children’s development and learning.

Standard 4c: Understanding Content Knowledge in Early Education

Candidates understand the importance of each content area in young children’s learning.  They know the essential concepts, inquiry tools, and structure of content areas including academic subjects and can identify resources to deepen their understanding.

Standard 4d: Building Meaningful Curriculum

Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for all young children.

 

V.        Example of Theory of Socialization:

 

            Self-esteem, self-identity, and self-concept- educators use these terms to

denote the totality of meanings, feelings, and attitudes that children maintain

about themselves.  Self-concept refers to cognitive activity: children’s awareness

of their own characteristics and of likenesses and differences of their own

characteristics and of likenesses and differences between themselves and

others.  Self-esteem refers to children’s regard for and feelings about

themselves.  Self-identity has a social connotation it includes awareness of group

membership.

 

VI.       Instructional Objectives (As a result of this unit):

 

            A.        Students will understand (knowledge):

1.  That they are special.

2.  That each person has different traits, skills, and characteristics.

3.  That someone cares for them even if they are different.

 

B.                 Students will be able to (skills):

1.      Make a paper/wood doll.

2.      Write a list of things that make them special.

3.      Write their special list on the doll.

VII.      Prerequisite Knowledge and skills:

 

  • How to follow directions.
  • How to listen to a story.
  • How to make a list.

 

VIII.     Materials needed:

 

  • Book: You Are Special by Max Lucado
  • I Am Special List
  • Wood Doll cutouts
  • Markers
  • Brads
  • Glue
  • Pencil
  • Crayons

 

IX.       Procedures/activities:

 

1)     Read the students the book You Are Special by Max Lucado.

2)     Talk with the students about what makes them special.

3)     Have the students make their own list about four things that make them special.

4)     The teacher will edit the students’ spelling on their list.

5)     Students will put together their doll using brads.

6)     The students will then add their dolls hat which is their favorite color.

7)     The students will glue their two wiggly eyes to their dolls.

8)     The students will write their four special things on their doll.

9)     The students will present their dolls to the class.

10) The students will display their doll in the classroom.

 

X.        How might you integrate other disciplines?:

 

            I could integrate this unit into the discipline of mathematics by having the students measure the pieces of their doll.  The students could also write a story or make a book about how they are special.  They could also write a letter to a friend or family member telling them that they are special. 

 

XI.       Assessment/Evaluation:

 

Checklist

Criteria

Met

Not Met

Listened to story.

 

 

Made a list of 4 things to show how they are special.

 

 

Put doll together correctly.

 

 

Copied edited list to their doll.

 

 

 

XII.      Accommodations:

 

A.                 Advanced (gifted) students:

o       Have the students write a letter to a friend or family member telling them that they are special.    

o       Have the students recreate their favorite scene of the story.

o       Have the students build a doll out of other provided materials.

 

B.                 Physically challenged students:

o       Offer assistance assembling the doll.

o       Prepare larger I Am Special List for the students to use.

o       Have all materials accessible to them.

 

C.                Developmentally/Learning challenged students:

o       Have more of the parts assembled for the students.

o       Have students work in pairs, with an aid, or with the teacher during the activity.

o       Have the students’ record two things that make them special.

 

XIII.     Extensions:

 

            This lesson could be extended by researching how wood dolls are made.  I could also use other books by Max Lucado which focus on topics similar or that go along with the book You Are Special.  Furthermore, I could have the students write a letter to a classmate about why they think their friend is special.

 

Reflection

            The lesson in general went very great all the students worked very hard and put a lot of thought into their list about themselves and they were very proud of the dolls and could not wait to take them home to show their families.  All of their dolls were very cute so I took a picture of them.  The activity was very uplifting getting to hear what the students thought was special about themselves, but it was also great because one of the boys in my class has trouble writing stories or list and then reading to you what he wrote; and in this activity he re-read list to be proudly with no hesitation. 

I would also change a lot of things in the lesson.  I had packaged each student’s supplies for the activity in a paper bag and wrote each students name on the bag then stapled the bag shut.  But, when I to pass out the bags to the students some of the little supplies had fell out and were in the bottom of my big box so I had to check of the student’s supplies, so next time I will put everything in a large zip lock bag even if it does cost more.  I also used the brass paper fasteners for the students to connect the dolls legs and arms to the body, but many of the students had trouble using these so next time I might just have them glues the parts together.  The last thing I would change would be the number of items I had the students write on their doll.  I had the students make a list of more things which I would still do, but I would only have them write their favorite two onto the doll; because all of the students had trouble writing small enough to get all four of their things on the doll.